children & young people’s plan vision workshop · web viewfestivals (especially eid ul fitr and...

Children & Young People’s Plan Vision Workshop

Schools and Families

S.A.C.R.E.

(Standing Advisory Committee for Religious Education)

Agreed Syllabus for Religious Education

2016

(To be reviewed 2020)

Foreword

This Agreed Syllabus for Religious Education, 2016, which is a revision of the agreed syllabus published in 2012, is based on the Non-statutory National Framework and is mandatory for the teaching of RE in any Sefton community or voluntary controlled school. It provides the legal guidance for the teaching and learning of RE, but it is the responsibility of each school to plan its own religious education programme based on this guidance. However, non-statutory examples of learning experiences for each attainment target in relation to the content of religions and the themes have been included, and the intention is to make the syllabus as teacher-friendly as possible.

The syllabus was produced by the Agreed Syllabus Conference at the behest of Sefton Council. Much of the work was produced by teachers from Sefton in response to feedback received from colleagues. Particular credit is due to Joe Flatman from Sefton Council who played a major role in co-ordinating this work. I should like to acknowledge, with gratitude, the work of Sharon Turley (Shoreside Primary School) and Craig Todd (Farnborough Road Junior School) who wrote and amended the primary school sections. I would also like to thank Alison Wake (Formby High School) and Caroline Bridge (Range High School) for their work, updating and improving the secondary school section.

The Agreed Syllabus is due for revision again in 2020. Any comments or recommendations for revision should be forwarded to Sefton SACRE.

David Thomas

Chair - Sefton S.A.C.R.E.

THE LEGAL BASIS OF RELIGIOUS EDUCATION

Religious education must be taught to all registered pupils in maintained schools, including those in the sixth form, except to those withdrawn by their parents. This requirement does not apply to nursery classes in maintained schools. Religious education is a component of the basic curriculum, to be taught alongside the National Curriculum in all maintained schools. In all maintained schools, other than voluntary aided schools with a religious character, it must be taught according to a locally agreed syllabus. Each Local Authority (LA) must convene an Agreed Syllabus Conference (ASC) to produce a syllabus. Once adopted by the LA, the programme of study of the agreed syllabus sets out what pupils should be taught. The attainment levels set out the expected standards of pupils' performance at different ages. The Education Act 1996 states that an agreed syllabus must reflect the fact that the religious traditions in Great Britain are in the main Christian, while taking account of the teachings and practices of the other principal religions represented in Great Britain. Each LA must have a Standing Advisory Committee for Religious Education (SACRE). The SACRE may require a review of the agreed syllabus at any time. This is in addition to the requirement on LAs to convene a conference to reconsider the agreed syllabus every five years.

CURRICULUM TIME ALLOCATION

The agreed syllabus requires the equivalent of 5% of curriculum time in key stages 1 - 4 and a minimum of 2.5% curriculum time post -16. This does not include the time allocated for the daily act of collective worship.

ASSESSMENT IN RELIGIOUS EDUCATION

(Pages 6 - 19)

OVERVIEW OF THE RE SYLLABUS FOR FS, KS1 and KS2

(Page 20)

PROGRAMMES OF STUDY

FOUNDATION STAGE

(Pages 21 - 24)

Children may begin to explore the world of religion in terms of special people, books, times, places and objects and by visiting places of worship. They listen to and talk about stories. They are introduced to religious words where appropriate and use their senses in exploring religions and beliefs, practices and forms of expression. They reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.

KEY STAGE 1

(Pages 25 - 29)

Throughout Key Stage 1, pupils explore Christianity and Judaism. They learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion and belief, especially for other children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to them and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.

KEY STAGE 2

(Pages 30 - 36)

Throughout Key Stage Two, pupils continue to learn about Christianity and Judaism together with an introduction to Hinduism and Islam, recognising the impact of religion and belief locally, nationally and globally. They make connections between differing aspects of religion and consider he different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and beliefs ad the importance of dialogue between them. They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas, recognising other people’s viewpoints. They consider their own beliefs and values and those of others in the light of their learning in religious education.

KEY STAGE 3

(Pages 37 - 50)

Throughout Key Stage 3 pupils extend their understanding of Christianity Judaism, Hinduism and Islam and are introduced to Buddhism and Sikhism, in a local, national and global context. They deepen their understanding of important beliefs, concepts and issues of truth and authority in religion. They apply their understanding of religious and philosophical beliefs, teachings and practices to a range of ultimate questions and ethical issues, with a focus on self-awareness, relationships, rights and responsibilities. They enquire into and explain some personal, philosophical, theological and cultural reasons for similarities and differences in religious beliefs and values, both within and between religions. They interpret religious texts and other sources, recognising both the power and limitations of language and other forms of communication in expressing ideas and beliefs. They reflect on the impact of religion and belief in the world, considering both the importance of interfaith dialogue and the tensions that exist within and between religions and beliefs. They develop their evaluative skills, showing reasoned and balanced viewpoints when considering their own and others' responses to religious, philosophical and spiritual issues.

KEY STAGE 4

(Pages 51 - 53)

All students should extend and deepen their knowledge and understanding of religions and worldviews, reflecting local, national and global contexts. Building on their prior learning, they appreciate and appraise the nature of different religions and worldviews in systematic ways.

They should use a wide range of concepts in the field of Religious Studies confidently and flexibly to interpret, contextualise and analyse the expressions of religions and worldviews they encounter. They should be able to research and investigate the influence and impact of religions and worldviews on the values and lives of both individuals and groups, evaluating their impact on current affairs. They should be able to appreciate and appraise the beliefs and practices of different religions and worldviews with an increasing level of discernment based on interpretation, evaluation and analysis, developing and articulating well-reasoned positions.

POST 16

(Pages 54 - 55)

ASSESSMENT IN RELIGIOUS EDUCATION

In each module, set time has been given to assess children’s knowledge and understanding of what they have learnt. It also provides the opportunity for pupils to question and discuss each module. Questioning skills are encouraged from Foundation Stage upwards.

This syllabus suggests assessment activities take place in different forms e.g. circle time, questioning, scenarios, role-play, hot seating, brainstorm, simple worksheet etc.

From Year 1, findings from assessment tasks need to be transferred onto the levelling proforma (next page) for each pupil. Teachers to highlight and date when achieved. This form is then passed on to the next teacher during transition.

Religious Education - Year 1

Learning about religion

I can remember a religious story and talk about it.

I can use some religious words and phrases to recognise and name features of religious life and practice.

I can recognise symbols and other verbal and visual forms of religious expression.

Learning from religion

I can talk about things that happen to me.

I can talk about what I find interesting or puzzling.

I can talk about what is important to me and to other people.



I can use religious words and phrases to identify some features of religion and its importance for some people.

I have begun to show an awareness of similarities in religions.

I can retell religious stories.

I can suggest meanings for religious actions and symbols.


I can ask and respond sensitively to questions about my own and others' experiences and feelings.

I can recognise that some questions cause people to wonder and are difficult to answer.

In relation to matters of right and wrong, I can recognise my own values and those of others.



Uses a developing religious vocabulary to describe some key features of religions, recognising similarities and differences.

I can make links between beliefs and sources, including religious stories and sacred texts.

I have begun to identify the impact religion has on believers lives.

I can describe some forms of religious expression.


I can compare some of the things that influence me with those that influence others.

I can ask important questions about life and compare my ideas with those of other people.

I can link things that are important to me and other people with the way I think and behave.



I can use a developing range of religious vocabulary to describe and show understanding of sources, practices, beliefs, ideas, feelings and experiences.

I can describe similarities and differences both within and between religions.

I can describe the impact of religion on people’s lives.

I can suggest meanings for a range of forms of religious expression.


I can raise and suggest answers to, questions of identity, belonging, meaning, purpose, truth, values and commitments.

I can apply my ideas to my own and other people's lives.

I can describe what inspires and influences myself and others.



I can use an increasingly wide religious vocabulary to explain the impact of beliefs on individuals and communities.

I can describe why people belong to religions.

I can understand that similarities and differences illustrate distinctive beliefs within and between religions and suggests possible reasons for this.

I can explain how religious sources are used to provide answers to ultimate questions and ethical issues, recognising diversity in forms of religious, spiritual and moral expression, within and between religions.


I can ask and suggests answers to, questions of identity, belonging, meaning, purpose and truth , values and commitments, relating them to my own and other's lives.

I can explains what inspires and influences me, expressing my own and others' views on challenges of belonging to a religion.

In relation to matters of right and wrong, I can recognise my own values and those of others.



I can use religious and philosophical vocabulary to give informed accounts of religion and beliefs , explaining the reasons for diversity within and between them.

I can explain why the impact of religions and beliefs on individuals, communities and societies varies.

Interprets sources and arguments, explaining the reasons that are used in different ways by different traditions to provide answers to ultimate questions and ethical issues.

I can interpret the significance of different forms of religious, spiritual and moral expression


Uses reasoning and examples to express insights into the relationships between beliefs, teachings and world issues.

I can express insights into my own and others' views on questions of identity and belonging, meaning, purpose and truth.

I can consider the challenges of belonging to a religion in the contemporary world, focusing on values and commitments.

OVERVIEW OF THE RE SYLLABUS FOR FS, KS1 and KS2

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Foundation Stage

Myself

Special Times

Special Times

New Life

Special People

Special People

Year 1

Belonging

Belonging

Believing

New Life/ Symbols

Celebrations

Myself

Year 2

Believing / Story

Believing / Story

Jewish Symbols and Belonging

Jewish Symbols and Belonging

Leaders and Teachers


Year 3

Hinduism

Christianity

Judaism

Christianity

Christianity

Islam

Year 4

Hinduism

Christianity

Judaism

Christianity

Christianity

Islam

Year 5

Christianity

Islam

Hinduism

Christianity

Judaism

Christianity

Year 6

Christianity

Islam

Hinduism

Christianity

Judaism

Hinduism

Please note:

This overview aims to guide teachers in their delivery of Religious Education at Primary level. It supports teachers who work as individual year groups, those who work as a phase group or those on a two year cycle.

If working on a topic based curriculum, teachers may wish to move modules within their year group. However, each module must be covered throughout the course of the year. Each year group has been carefully organised to ensure children’s progression within Religious Education from Foundation Stage to Key Stage 2.

FOUNDATION STAGE

FOUNDATION STAGE

Children may begin to explore the world of religion in terms of special people, books, times, places and objects and by visiting places of worship. They listen to and talk about stories. They are introduced to religious words where appropriate and use their senses in exploring religions and beliefs, practices and forms of expression. They reflect on their own feelings and experiences. They use their imagination and curiosity to develop their appreciation and wonder of the world in which they live.

The teaching and learning of Religious Education in the Foundation Stage is seen as ‘INTRODUCING’.

The contribution of RE to the Early Learning Goals

Religious Education can make an active contribution to all areas but has a particularly important contribution to make to:

Personal, Social and Emotional Development

· Children use some stories from religious traditions as a stimulus to reflect on their own feelings and experiences and explore them in various ways.

· Using a story as a stimulus, children reflect on the words and actions of characters and decide what they would have done in a similar situation. They learn about the story and its meanings through activity and play.

· Using role-play as a stimulus, children talk about some of the ways that people show love and concern for others and why this is important.

· Children think about issues of right and wrong and how humans help one another.

Communication and Language

· Children have opportunities to respond creatively, imaginatively and meaningfully to memorable experiences.

· Using a religious celebration as a stimulus, children talk about special events associated with the celebration.

· Through artefacts, stores and music, children learn about important religious celebrations.

Understanding of the World

· Children ask and answer questions about religion and culture, as they occur naturally within their everyday experiences.

· Children visit places of worship.

· They listen to and respond to a wide range of religious and ethnic groups.

· They handle artefacts with curiosity and respect.

Expressive Arts and Design

· Using religious artefacts as a stimulus, children think about and express meanings associated with the artefact.

· Children share their own experiences and feelings and those of others, and are supported in reflecting on them.

RE IN THE FOUNDATION STAGE

Autumn Term 1

Autumn Term 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

Myself

Special Times

New Life

Special People

What am I excited about?

New Beginnings

(starting school)

What is a special time in your life?

Chinese New Year

New life in nature

What makes a person special?

What makes a good friend?

New Beginnings

(starting school)

Introduction to special times for different people

Which special event did you enjoy learning about the most? Why?

Mothering Sunday

Special people within the community

Disciples

(friendship)

My Family

(linked to Grandparents day)

Diwali

To know that Christians believe that God made the world

(creation story)

Easter

(the story)

Introduction into Jesus as a special person

Disciples

(friendship)

Belonging

(to the class)

Hannukah

To appreciate the wonder of creation and the world around us

Easter

(Palm Sunday)

Jesus as a healer

(links with doctors and nurses)

Noah

Belonging

(to a community – linked to Harvest Festival)

Christmas

(birth of Jesus)

To know that all living things need to be looked after

Easter

(Good Friday and Easter Sunday)

Jesus as a teacher

(links with teachers)

Noah

What makes me special?

Christmas

(gifts and celebrations)

To know that it is important to care for the world

Why do we celebrate Easter?

Jesus as a leader

What qualities do we look for in a special person?

Opening question / Assessment question at the end of the topic

KEY STAGE ONE

KEY STAGE ONE

Throughout Key Stage 1, pupils explore Christianity and Judaism. They learn about different beliefs about God and the world around them. They encounter and respond to a range of stories, artefacts and other religious materials. They learn to recognise that beliefs are expressed in a variety of ways, and begin to use specialist vocabulary. They begin to understand the importance and value of religion and belief, especially for other children and their families. Pupils ask relevant questions and develop a sense of wonder about the world, using their imaginations. They talk about what is important to them and others, valuing themselves, reflecting on their own feelings and experiences and developing a sense of belonging.

The teaching and learning of RE at KS1 is seen as ‘EXPLORATION’.

Learning about Religion

Pupils should be taught to:

· explore a range of stories and sacred writings and talk about their meanings;

· name and explore a range of celebrations, worship and rituals in religion, noting similarities where appropriate;

· identify the importance, for some people, of belonging to a religion and recognise the difference this makes to their lives;

· explore how religious beliefs and ideas can be expressed through the arts and communicate their responses;

· identify and suggest meanings for religious symbols and begin to use a range of religious words.

Learning from Religion


· reflect on and consider religious and spiritual feelings, experiences and concepts such as worship, wonder, praise, thanks, concern, joy and sadness;

· ask and respond imaginatively to puzzling questions, communicating their ideas;

· identify what matters to them ad others, including those with religious commitments, and communicate their responses;

· reflect on how spiritual and moral values relate to their own behaviour;

· recognise that religious teachings and ideas make a difference to individuals, families and the local community.

Breadth of study

During the Key Stage, pupils should be taught the knowledge, skills and understanding through Christianity and Judaism.

RE IN YEAR ONE

Autumn Term 1

Autumn Term

2

Spring Term

1

Spring Term

2

Summer Term 1

Summer Term 2

Belonging

Believing

New life / Symbols

Celebrations

Myself

What does it mean to belong?

Belonging

(to Judaism)

What do you believe in?

What are symbols?

Do we know any Christian symbols?

What are celebrations?

What is special about me?

Introduction into How do I belong?

Belonging

(to Judaism)

God as creator and loving father

(recap creation story from FS)

Water

What do we celebrate?

All are valuable to God

Belonging

(to a family)

Christmas

(the birth of Jesus)

What is special to you?

(special toys, books etc)

Light, candles

Baptism

Talking to God through prayer /. Talking to others

Belonging

(to Christianity)

Why do Christians give gifts at Christmas

What is special to Christians

(special book – bible)

The Cross

(recap of Easter story)

Birthdays

Transition concerns

Belonging

(to Christianity)

Saint Nicholas

What is special to Jewish people

(special book – Torah)

Jewish Symbols

Weddings

How symbols represent us

(to share with new teacher)

How does a Christian show that they belong?

How does a Jewish person show that they belong?

What makes something special?

What symbols are important to you?

Which celebration is your favourite and why?

How can I treat people how I want to be treated?


RE IN YEAR TWO

Autumn Term 1

Autumn Term

2

Spring Term

1

Spring Term

2

Summer Term 1

Summer Term

2

Believing /Story

Jewish Symbols & Belonging


What makes a good story?

The Bible is a special book

(discuss Old and New Testaments)

(stories that Jesus would have told NT parables)

What is a parable?

Listen and respond to the story of The Good Samaritan

(caring for ‘outcasts’)

What do you belong to?(clubs, family etc)

Recap how does a Jewish person show they belong?

(knowledge form Year 1)

Introduction to the Synagogue as a place of worship

What is a leader?

Who is Moses?

(as a leader to the Jewish faith)

Leaders in the wider community

(e.g. Scouts)

(Stories that Jesus would have known OT)

Listen and respond to the story of Joseph

(in words and music – jealousy, forgiveness and leadership)

Listen and respond to the story of The Prodigal Son

(forgiveness)

The importance of Jewish family life

Visit to a Synagogue

Recap Jesus as a leader

to the Christian faith

Religious Leaders in the wider community

(e.g. Bishop of Liverpool)

Joseph

(discuss and act out – focusing on forgiveness)

Listen and respond to the story of The Lost Sheep

(God cares for everyone)

Shabbat

Discussion of visit to Synagogue

What makes a good leader?

To develop understanding of the Queen as a leader

Listen and respond to the story of Ruth

(loyalty)

Church Visit

(link to understanding that the stories are shared within the church)

Recap of what symbols are and introduction into Jewish symbols

(menorah, mezuzah, shofar, sedar plate)

How does a Jewish person show they belong?

Headteacher as a leader – collective worship

To develop understanding of the Pope as a leader

Listen and respond to the story of David and Goliath

(bravery, leadership)

Retell the Christmas Story creatively

(building on previous knowledge)

Special clothing

(tallit, kippah)

Retell the Easter story creatively

(building on previous knowledge)

Religious Leaders in the community

(e.g. vicar, priest)

To develop understanding of Mother Teresa as leader

Listen and respond to the story of Samson and Delilah

(trust and promises)

Which story was your favourite and why?

Recap the Hannukah story from FS– looking at Hannukaih

Symbols linked to Easter

Leaders in the wider community

(e.g. Brownies)

How could you be a good leader?


KEY STAGE TWO

KEY STAGE TWO

Throughout Key Stage Two, pupils continue to learn about Christianity and Judaism together with an introduction to Hinduism and Islam, recognising the impact of religion and belief locally, nationally and globally. They make connections between differing aspects of religion and consider he different forms of religious expression. They consider the beliefs, teachings, practices and ways of life central to religion. They learn about sacred texts and other sources and consider their meanings. They begin to recognise diversity in religion, learning about similarities and differences both within and between religions and beliefs ad the importance of dialogue between them. They extend the range and use of specialist vocabulary. They recognise the challenges involved in distinguishing between ideas of right and wrong, and valuing what is good and true. They communicate their ideas, recognising other people’s viewpoints. They consider their own beliefs and values and those of others in the light of their learning in religious education.

The teaching and learning of RE at KS2 is seen as ‘CONNECTING’.

Learning about Religion


· describe the key aspects of religion, especially the people, stories and traditions that influence the beliefs and values of others;

· describe the variety of practices and ways of life in religions and understand how these stem from, and are closely connected with, beliefs and teachings;

· identify and begin to describe the similarities and differences within and between religions;

· investigate the significance of religion in the local, national and global communities;

· consider the meaning of a range of forms of religious expression, understand why they are important in religion and note links between them;

· describe and begin to understand religious and other responses to ultimate and ethical questions;

· use specialist vocabulary in communicating their knowledge and understanding;

· use an interpret information about religion from a range of sources.

Learning from Religion


· reflect on what it means to belong to a faith community, communicating their own and others’ responses;

· respond to the challenges of commitment both in their own lives and with religious traditions, recognising how commitment to a religion is shown in a variety of ways;

· discuss their own and others’ views of religious truth and belief, expressing their own ideas;

· reflect on ideas of right and wrong and their own and others’ responses to them;

· reflect on sources of inspiration in their own and others’ lives.

Breadth of study

During the key stage, pupils should be taught to respect the knowledge, skills and understanding through Christianity, Judaism, an introduction to Hinduism and an introduction to Islam.

Extremism

Due to the current media coverage of worldwide terrorist activity, it is important that the children do not develop misconceptions. One way of dealing with this could be to use the Newsround website which covers the topics in a child friendly way and ensures clarity on the issues. www.newsround.co.uk .

RE IN YEAR THREE

Autumn Term 1

Autumn Term 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

Hinduism

Christianity

Judaism

Christianity

Christianity

Islam

Do you think there is one God or more than one God?

Introduce Hinduism - the place of worship (Mandir) and family life

What is Christmas?

Look at the Christian Calendar

What do you think a Messiah is?

Recap Jewish symbols from KS1 (extend knowledge and understanding)

Do you believe Bible stories are true? Give examples

Recap the bible as a special book and how it is used. Why is it holy? (Highlight organisation in terms of OT, NT and Gospels)

What ceremonies take place in a church?

Church services

(churches, chapels, cathedrals)

Do you think we should have rules?

Introduce Islam and the place of worship (Mosque) and family life

One God can appear in different forms

Advent

(calendar and candle)

The Torah

(look at contents and discuss – Genesis and Deuteronomy)

Read and discuss the feeding of the five thousand

(with reference to text)

What is baptism?

(recap from KS1 – look at vestments worn)

There is one God, Allah and Muhammad is his prophet

Gods and Goddesses

(e.g. Ganesh)

Christmas customs

(carols)

Abraham was the father of the Jewish Nation (Abraham’s Journey)

Read and discuss Blind Bartimaeus

(discuss miracles)

How can we become adult members of the church?

(confirmation – bread and wine / chalice and paten / vestments worn)

The five pillars of Islam

Story of Rama and Sita

Christmas customs

(cards)

Read and discuss Abraham and the promise

Read and discuss the events of Good Friday

What is a wedding?

Visit to a church to (discuss the role of vicars/priests, vestments worn)

The Qur’an is the sacred book (look at Qur’an stand)

Diwali

Christmas customs

(presents)

Read and discuss the Exodus and giving of the Ten Commandments – write own version of ten commandments for todays society

Read and discuss the events of Easter Sunday

What is a funeral?

(look at vestments worn?)

Key events in the life of Muhammed; his religious experience and leadership

How many Gods do you think there are and why?

What is the meaning of Christmas and what does it mean to you?

Do you think a Messiah will come in your lifetime?

Give an example of a Bible story you think is true and why?

Based on what you have learnt, which ceremony is your favourite and why?

What rules would you put on each of the 5 pillars?


RE IN YEAR FOUR

Autumn Term 1

Autumn Term 2

Spring Term 1

Spring Term 2

Summer Term 1

Summer Term 2

Hinduism

Christianity

Judaism

Christianity

Christianity

Islam

What do you think God looks like?

Recap one God can appear in different forms

If you were a wise man or a King what would you take to Jesus when he was born? Recap the Christian Calendar

(with reference to Advent and Christmas)

Recap Christmas story through hot seating

Do you think we need to have celebrations of key events?

The significance of Rosh Hashanah

(Rosh Hashanah cards)

Which celebration do you think is most important Christmas or Easter?

Recap the Gospels

Look at the Easter story through Matthew and John’s eyes

How do you think the world was made?

God as creator and sustainer, active in the world today

(recap the creation story)

Why do some religions need to fast?

What is Ramadan? And why is it important?

(focus also on the revealing of Qu’ran)

Story of Lakshmi

What are the Gospels?

The significance of Yom Kippur

(link to Shofur)

Look at the Easter story through Luke and Mark’s eyes as a comparison

God as creator and sustainer, active in the world today

(discuss different views of the origins of the world)

Look at Sawm (4th Pillar)

(discuss fasting)

Story of Krishna

Look at the Christmas story through Matthew’s eyes

The significance of Pesach

Reflect and discuss the Gospels

The teachings of Jesus as a way to live

(parable of the house on the rock)

What is Eid-ul-fitr?

Symbols

(Aum, Shrine, Puja set, Deities)

Look at the Christmas story through Luke’s eyes

Passover Meal

(link to Sedar plate)

Easter symbols

(crucifix, hot cross buns)


(parable of the rich fool)

Eid cards

Symbols

(temple-Mandir, the cow)

Reflect and discuss on the 2 Gospels

The significance of Shavuot

Easter symbols

(cards, eggs, symbols of new life)


(parable of the hidden treasure)

Celebratory meal at the end of Eid

If you could invent your own God, what would it look like? (spiritual and moral values)

Is the traditional story of Christmas the only recount of what happened? How do you know?

Why do you think people have celebrations in different religions?

Why do you think that some Christians believe that Jesus’ death was more important than his birth?

Do you believe the world was created by God?

Would there be an important reason that you would fast for? Why?

Opening Question / Assessment Question at the end of the topic

RE IN YEAR FIVE

Autumn Term 1

Autumn Term 2

Spring Term 1

Spring Term

2

Summer Term 1

Summer Term 2

Christianity

Islam

Hinduism

Christianity

Judaism

Christianity

Have you ever been on a special journey for a special reason (not a holiday)?

What is a pilgrimage?

Why do it?

Do you have a daily routine? What is it like?

Look at and discuss daily prayers and Friday prayers (Mosque) for Muslims

(prayer mat and compass)

Do you believe that Holy water can cure people?

Look at a day in the life of a Hindu

What do you think a Christian God looks like?

Jesus shows in human form what God is like

(investigate the humanity of Jesus in the Gospels e.g. in the garden of Gethsemane)

Do you think it is good to have a meeting place for religion?

Look at a day in the life of a Jewish family

(look at the Mezuzah in the home)

Have you ever prayed? Do you think prayers work?

Explore and discuss favourite Bible passages

Look at and discuss pilgrimages to Lourdes

Look at the customs related to birth and naming

Recap what a pilgrimage is. What place is special to you? Introduce Benares as a place of Hindu pilgrims. Why is pilgrimage important to them?

Read and discuss the stilling of the storm

(how does it show what God is like?)

Look at and discuss Synagogue services

Explore and discuss favourite Bible passages

Look at and discuss pilgrimages to Lindisfarne

Look at a day in the life of a Muslim

Learn and discuss the importance of the River Ganges

Read and discuss the feeding of the five thousand


What is a bar/bat mitzvah?

(look at cards)

Why do we pray?

(look at the Lords prayer and its meaning today)

Look at and discuss pilgrimages to Iona

Recap pilgrimages

What is Hajj? (5th Pillar of Islam)

(look at special clothes worn)

What is Holi?

Read and discuss healing a leper


Look at the customs for a Jewish wedding

Look at and discuss other prayers

Look at and discuss pilgrimages to Canterbury

Look at the customs relating to death and mourning

How is Holi celebrated?

Read and discuss welcoming Zacchaeus


Look at the beliefs and customs for death

Look at the symbols of the fish and the dove

Would you be prepared to travel on a long hard journey on foot, no comfort, for a good reason?

Would you change your daily routine for any particular reason?

Do the children know some of the key elements of Hindu faith? Compare with Christianity

If you believe in God is he all good or can he be bad? (natural disasters)

Would you want to celebrate key events in your life in a religious building? Why?

Have any of your prayers worked? How would you know? If you have not prayed, would you pray for something? If so, what?


RE IN YEAR SIX

Autumn Term

1

Autumn Term

2

Spring Term

1

Spring Term

2

Summer Term 1

Summer Term 2

Christianity

Islam

Hinduism

Christianity

Judaism

Hinduism

Would you give money to Charity? What do we know about the work of development charities? Think about unfairness in the world – what can we do to change it?

What do you understand by the word respect?

Why do you think people pray to symbols or icons?

Look at the religious responsibilities of Hindus and their lifestyles

Who has inspired you in your life? Why are they inspirational?

What makes a good leader?

Who is Moses?

Do you believe in fate?

Who was Mohandes ‘Mahatma’

Ghandi?

Listen to and discuss Matthew 19:16-30. Look at some sayings of Jesus about helping people, fellowship and generosity (e.g. good Samaritan – Luke 10:25-37) Respond by applying the ideas, what would happen if everyone did this?

Important influences on my life

What is a Namakaran?

Look at the achievements of Martin Luther King

Recap the Ten Commandments.

How can they be upheld?

Ghandi and the salt march

What is Christian Aid?

Respect for special things even when they have little monetary value – look at the pillar Zakat

What is the sacred thread ceremony? (Upanayana)

Look at the achievements of a current inspirational Christian (famous or local person)

The persecution of the Jews during WWII

Ghandi and the movement for Indian Independence

To use knowledge of Christian Aid to plan a fundraising event

Arabic writing

Look at and discuss Hindu weddings

Look at the achievements of a Christian sports person

Who was Anne Frank?

What can we do to make sure all children are treated equally?

Ghandi and the partition of India

To present fundraising event

To reinforce understanding of Shahadah as a statement of faith in one God

Look at and discuss Hindus beliefs about death and funeral customs

Look at the achievements of Mary, the mother of Jesus

What is the World Jewish Relief Organisation and what do they do?

Ghandi’s principles

(non-violence, vegetarianism etc)

Do you need to give money or are there other ways of giving to charity?

Does everyone respect things in the same way?

What symbols or icons influence your life?

What characteristics do you believe makes an inspirational person? Why?

What skills could you develop to become a good leader?

Are you in charge of your own destiny? Are some people luckier than others?


KEY STAGE THREE

KEY STAGE 3

Throughout Key Stage 3 pupils extend their understanding of Christianity Judaism, Hinduism and Islam and are introduced to Buddhism and Sikhism, in a local, national and global context. They deepen their understanding of important beliefs, concepts and issues of truth and authority in religion. They apply their understanding of religious and philosophical beliefs, teachings and practices to a range of ultimate questions and ethical issues, with a focus on self-awareness, relationships, rights and responsibilities. They enquire into and explain some personal, philosophical, theological and cultural reasons for similarities and differences in religious beliefs and values, both within and between religions. They interpret religious texts and other sources, recognising both the power and limitations of language and other forms of communication in expressing ideas and beliefs. They reflect on the impact of religion and belief in the world, considering both the importance of interfaith dialogue and the tensions that exist within and between religions and beliefs. They develop their evaluative skills, showing reasoned and balanced viewpoints when considering their own and others' responses to religious, philosophical and spiritual issues.

The teaching and learning in religious education at Key Stage 3 is seen as `APPLYING.'

KNOWLEDGE, SKILLS AND UNDERSTANDING

AO1 KNOWLEDGE AND UNDERSTANDING

Demonstrate knowledge and understanding of religion and belief, including:

· Beliefs, practices and sources of authority.

· Influence on individuals, communities and societies.

· Similarities and differences within and/or between religions and beliefs.

Demonstrate the skills of:

· Application of a wide range of religious and philosophical vocabulary consistently and accurately, recognising both the power and limitations of language in expressing religious ideas and beliefs.

· Interpretation of a range of sources, texts and authorities, from a variety of contexts.

AO2 ANALYSIS AND EVALUATION:

Analyse and evaluate aspects of religion and belief including their significance and influence by:

· Breaking down information to find connections between ideas.

· Making reasoned judgements with respect to information or issues.

· Constructing coherent and reasoned responses, supported by evidence.

Suggested End Of Key Stage 3 Skills Grid

AO1 – Knowledge and Understanding

Demonstrate knowledge and understanding of religion and belief, including: beliefs, practices and sources of authority influence on individuals, communities and societies similarities and differences within and/or between religions and beliefs.

AO2 – Evaluation and Analysis

Analyse and evaluate aspects of religion and belief, including their significance and influence.

Exceptional Performance

· Coherent analysis showing awareness and insight into religious facts, ideas, practices and explanations.

· Embed your own research in your answer

· Uses religious and philosophical language and terms extensively and interprets them accurately.

· Use developed reasons for & against supported by examples, evidence, complex religious teachings interpretations of texts

· Critically evaluate the similarities, differences, strengths, weaknesses of several opinions within and between religions and denominations including those of key theologians or philosophers or leaders

· Evaluate the influences & impact of cultural, historical, political, social, or economic factors

· Embed complex critique of views, sources and religious texts

· Having considered a variety of ideas, show your own original insight

Some

· Analysis showing some awareness and insight into religious facts, ideas, practices and explanations using and interpreting philosophical and religious keywords accurately

· Explain the influence and impact of historical or social factors

· Include some of your own research in your answer

· Use developed reasons for and against supported by examples, evidence, religious teachings or quotations

· Evaluate similarities, differences, strengths, weaknesses of several opinions within & between religions and denominations

· Include critique of views, sources and religious texts

· Show some of your own thinking

Most

· Write longer detailed statements about religions and beliefs throughout using philosophical and religious language and keywords accurately

· Explain similarities, differences, strengths, weaknesses of several opinions within and between religions

· Explain the influence of the historical context

· Use developed reasons for and against supported by examples, evidence, religious teachings or quotations.

· Begin to develop critique (are sources/views reliable or convincing?)

All

· Write longer detailed statements about religions and beliefs using a range of religious keywords accurately

· Identify important similarities, differences, strengths, weaknesses within & between religions

· Show awareness of the historical context

· Use developed reasons and judgements for and against supported by good examples, evidence and religious beliefs

KEY STAGE 3 OVERVIEW

THEMES

CHRISTIANITY

JUDAISM

ISLAM

HINDUISM

BUDDHISM

SIKHISM

BELIEFS AND CONCEPTS

· Apostles Creed -with reference to Jesus as Christ, God, Son and Saviour

· The incarnation

· The atonement

· The resurrection

· The Trinity

· Covenant

· Messianic Age

· The Five Pillars

· Life after death

· Umma

· Samsara (karma, dharma and moksha)

· Brahman is the one great power manifest in many forms.

· The Dharma (the Four Noble Truths and the Noble Eightfold Path

· Karma, Samsara, Nirvana

· One God

· Re-incarnation

AUTHORITY

· The Bible and how it was written

· Torah and Talmud

· Orthodox and Reform

· The Prophet Muhammad

· Qur'an and Hadith

Texts such as

· Bhagavad Gita,

· Ramayana and the Mahabharata (simple description)

· The life of Gautama

· Guru Nana k

· Guru Granth Sahib

EXPRESSIONS OF SPIRITUALITY

· Worship in a variety of ways such as sacraments, prayer, meditation and pilgrimage

· Personal faith expressions such as believers' baptism and confirmation

Expressions such as

· Food laws

· Rosh Hashanah

· Yom Kippur,

· Pesach.

Expressions such as

· The Five Pillars and Jumu'ah prayers

· Rites of passage

Festivals (especially Eid ul Fitr and Eid ul Adha)

Expressions such as

· Sacred thread ceremony

· Pilgrimages (Ganges)

· Puja

· Yoga

Expression such as

· Monasticism (the Sangha)

· Meditation

· Images of Buddha

· Temples, shrines, prayer wheels and flags.

Expressions such as

· Khalsa

· The Five 'K's

· Gurdwara and sharing of food

ETHICS, RELATION-SHIPS, RIGHTS AND RESPONSIBILITIES

· Christian loveand service

· Forgiveness

· Judaism as a way of life, based on the Covenant and Torah

· The Holocaust

· Some teachings from the Quran

· Jihad

· Ummah

· Shariah

· The caste system and its current place in Indian life

· Ahimsa

· The Noble Eightfold Path

· The FiveMoral Precepts

· Sewa (Service toothers)

In the context of any of the faiths and one other world view e.g. Humanism, take opportunities to consider one or more of the following issues, where appropriate:

RELIGION AND SCIENCE

Issues of truth, explanation, meaning and purpose to be explored through:

· studying at least two creation stories from any religion or cultural tradition

· comparing and contrasting such stories with scientific theories (e.g. the Big Bang)

· developing an understanding of myth as 'a story with meaning'

· investigating miracles in any religious tradition, from a religious, philosophical and scientific standpoint.

GLOBAL ISSUES

Investigate what the principal world religions say about such issues as health, wealth, war, animal rights and the environment, comparing and contrasting the findings.

DIVERSITY AND INTERFAITH DIALOGUE

Investigate the demographics of faiths and ‘no religious views’ in their local area and wider region.

Study relationships, conflicts and collaboration within and between religious beliefs, using at least one example of the work of an organization or project engaged in inter-faith dialogue, locally, nationally or internationally.

KEY STAGE 3 CHRISTIANITY

THEMES

CHRISTIANITY

RECOMMENDED TOPICS

LEARNING EXPERIENCES

RELATING TO AO1


RELATING TO AO2

These are examples only and are non-statutory


· The Apostles' Creed with reference to Jesus as Christ, God, Son and Saviour.

Put credal statements on card, mix up and pupils place in their own order of importance. Compare with Apostles Creed and discuss.

Create a statement of their own beliefs and compare with Christian beliefs.

· the Incarnation

Use John Chapter 1:1-18 in a 'community of enquiry' approach. Compare and contrast Matthew and Luke’s birth narratives.

Discuss 'If God was born as a human being today'

· Atonement

View the crucifixion scene from the film 'Jesus of Nazareth' and respond in a variety of ways.

Use a contemporary example, to discuss 'Could you forgive someone who had wronged you?'

· Resurrection

Analyse and compare the Biblical accounts of the resurrection.

Having examined the evidence for the resurrection, students respond to the question 'What do you believe about the resurrection?'

· The Trinity

Create a new symbol to illustrate the Trinity

Read the Biblical account of Jesus’ baptism and identify the three roles in the Trinity.

Analyse which role in the Trinity is represented by various characteristics.

AUTHORITY

· The Bible and how it was written.

Design a Bible bookcase by order or genre and discuss how it was written.

Evaluate the relevance of the Bible in today’s society.


· Worship in a variety of ways, such as sacraments, prayer, meditation and pilgrimage.

Use artefacts to investigate various forms of worship.

Silent reflection using an artefact or a personal object of significance to the student.

· Expressions of personal faith such as believers' baptism and confirmation.

Identify the rituals associated with baptism and confirmation

Evaluate the importance of rituals in our own lives.

ETHICS, RELATIONSHIPS RIGHTS AND RESPONSIBILITIES

· Christian love (agape) and service.

· Forgiveness.

Research and create a fact file on somebody who has displayed agape, forgiveness or Christian service e.g. Gee Walker, Mother Teresa, Maximilian Kolbe, Oscar Romero.

Reflect on how the school community expresses service to others.

Discuss whether it is possible to love your enemies.

KEY STAGE 3 JUDAISM

THEMES

JUDAISMRECOMMENDED TOPICS


RELATING TO AO1


RELATING TO AO2



· Covenant

Study the lives of Abraham and Moses using a variety of resources.

Create a 'covenant' between two parties such as teachers and pupils, parents and children.

· Messianic Age

Explore some Biblical excerpts which describe the messianic age.

What is your idea of an ideal world? How does it compare to that of the Messianic Age?

· Beliefs about lifeafter death

Using a variety of sources, find out about Jewish beliefs about life after death.

Can you lead a good life if you do not believe in life after death?

AUTHORITY

· Torah and Talmud

Examine and discuss excerpts from the Torah (e.g. the Shema).

Evaluate the relevance of the Torah in today’s society by looking at passages.


Explore expressions of spirituality such as

· Food Laws

Design a kosher menu

Identify the impact of Kashrut upon Jews living in the UK.

Does keeping Kosher help Jews in their daily lives?

· Bar/Bat Mitzvah

Compare and contrast with a rite of passage from another faith.

Discuss what responsibilities a 12/13 year old can be expected to fulfil.

· Festivals (Yom Kippur, Rosh Hashanah, and Pesach).

Explore the key concepts of the festivals using artefacts and/or food

In response to Rosh Hashanah and Yom Kippur evaluate the importance of taking time out each year to think about past actions and being given time to repent. Will God always forgive?

In response to Pesach discuss whether it is necessary to look back on events in a religion’s history.

ETHICS AND

RELATIONSHIPS, RIGHTS AND RESPONSIBILITIES

· Judaism as a way of life, as based on the Covenant and the Torah. (See above)

· The Holocaust

Invite a Jewish person to talk about their beliefs and lifestyle.

Using a variety of resources, research the life of Anne Frank.

Reflect on how your beliefs affect your everyday life.

Read prose and poetry to discuss various responses to the Holocaust in relation to the effect on people’s faith. What can we learn from the Holocaust about how we should treat people today?

KEY STAGE 3 HINDUISM

THEMES

HINDUISMRECOMMENDED TOPICS


RELATING TO AO1


RELATING TO AO2



· Samsara,

· Karma,

· Dharma

· Moksha

Develop a game to illustrate these beliefs (e.g. a version of 'snakes and ladders').

Evaluate the importance of a belief in life after death.

· Brahman is the one great power manifest in many forms

Use artefacts and/ or pictures to explain the nature of God.

Is Hinduism a monotheistic or polytheistic religion?

AUTHORITY

· Bhagavad Gita

· Ramayana

· Mahabharata (simple descriptions)

Research the origin and nature of the main Hindu scriptures and summarise the findings in a chart.

Reflect on some of the most popular stories and discuss if it matters whether the events actually happened?


· Explore expressions of spirituality such as

· Sacred threadceremony

Discuss the naming ceremony and the importance of the sacred thread ceremony.

Do you think that horoscopes have any meaning?

· Pilgrimages (Ganges)

Explain why the River Ganges is so important to Hindus.

Why is water such an important symbol for human beings?

· Puja

Investigate the details of Hindu worship.

Is it better to worship at home or in the Mandir?

· Yoga

Create a mind map explaining different types of yoga, highlighting similarities and differences.

Why do you thin k the practice of yoga has become so popular in the western world?

ETHICS, RELATIONSHIPS, RIGHTS AND

RESPONSIBILITIES

· Ahimsa

Study events from the life of Gandhi in which he preaches and practises non-violence.

Consider a recent conflict or protest and discuss whether a non-violent approach would have resolved it better.

· The caste system and its current place in Indian life

Investigate the nature of the caste system and find out about the role of Gandhi in combating discrimination.

Discuss whether non-violence can work in today's world.

KEY STAGE 3 ISLAM

THEMES

ISLAMRECOMMENDED TOPICS


RELATING TO AO1


RELATING TO AO2



· The Five Pillars

Use ICT to research the Five Pillars

Are the five pillars of Islam relevant to today’s modern society?

· Life after death

Read and discuss extracts from the Qur’an about the Day of Judgement.

Should people be rewarded and punished after death? Give reasons.

· Ummah

Use a 'community of enquiry' approach with photographs of a variety of Muslims from around the world

Discuss what should come first for a religious believer, their faith community or their nationality?

AUTHORITY

· The Prophet Muhammed

Study the impact of the special revelation to Muhammad.

Discuss: 'Do you think that God still speaks to people today?'

· Qur'an and Hadith

Explain why Muslims regard the Qur'an as important and how it is treated with respect.

Is the Qur’an the most important source of authority for Muslims?



· The Five Pillars (see above) and Jumu'ah prayers

See 'Beliefs and Concepts' above.


· Rites of passage

Using a variety of resources, investigate rites of passage.

Should non-believers use religious rites of passage?

· Festivals, especially Eid ul Fitr and Eid ul Adha

Design and make an Eid card following Islamic rules.

Why do all religions celebrate festivals?

ETHICS AND RELATIONSHIPS, RIGHTS AND RESPONSIBILITIES

· Some teachings from the Qur'an

· Jihad

Select extracts from the Qur'an to explore such issues as the role of women, charity.

Identify what inner struggles many people face in their lives? Compare this to those of a Muslim.

Identify the conditions of a lesser Jihad.

From the extracts studied identify at least one principle you agree or disagree with and give reasons

Discuss the view, ‘Religion helps not hinders’.

· Ummah



· Shariah

What is Shariah Law and why do some Muslims want to live under it?

Would a community benefit from applying Shariah Law?

KEY STAGE 3 BUDDHISM

THEMES

BUDDHISMRECOMMENDED TOPICS


RELATING TO AO1


RELATING TO AO2



· The Dharma ( the Four Noble Truths and the Eightfold Path)

Students devise own examples for each element of the path.

Which of the elements of the path would you find hardest to follow and why?

What are the things you are attached to; how would your life alter if you became less attached to them?

Debate, ‘The Eightfold Path is too difficult to follow’.

Would following the Eightfold Path make you a good person?

Give a presentation about the meaning of the four Noble Truths.

Use newspapers to create a collage illustrating greed, ignorance and hatred in the world today.

· Karma, Samsara, Nirvana

Explore the teachings expressed in the Wheel of Life

Compare Christian and Buddhist beliefs about life after death.

Which are more fair, Christian or Buddhist beliefs about life after death?

AUTHORITY

· Life of Gautama

Use a video, and storyboard the life of the Buddha

Is the Buddha a good role model for Buddhists today?



· Monasticism (The Sangha)

Write a letter home from a Monk who has just joined the Sangha.

Why would someone want to join the Sangha?

Visit a Buddhist centre or use a video to explain the Sangha.

What aspects of yourself could you share to benefit others?

· Meditation

Explore some types of meditation experientially.

· Images of Buddha

Show images of the Buddha reflecting different times in his life. Students place them in the correct order

Use colour to complete a mandala symbolising different experiences in your life

How have significant experiences in your life shaped the person you have become?

Explore the question, ‘Is it better to work things out for yourself or be taught by others?’

· Temples, shrines, prayer wheels and flags

Create your own prayer flag incorporating your own prayer or poem

Investigate images and create a factfile.

Evaluate the question, ‘Is it right to spend money on objects for worship’?


· The Noble Eightfold Path.



· Five Moral Precepts

Explain the meaning of the Five Moral Precepts.

Give examples of how breaking each can cause suffering.

KEY STAGE 3 SIKHISM

THEMES

SIKHISMRECOMMENDED TOPICS


RELATING TO AO1


RELATING TO AO2



· One God

Use Sikh symbols to introduce their view of God.

Create a symbol to illustrate your view of God.

· Re-incarnation

Discuss the Sikh view of reincarnation.

Would it be fair for our present life to be affected by what we did in a previous one?

AUTHORITY

· Guru Nanak

Use a video to introduce the life of Guru Nanak

Who are your role models and what do you learn from them?

Which books have inspired you or influenced your life?

Evaluate the miracles associated with Guru Nanak.

· Guru Granth Sahib

Explain why the Guru Granth Sahib is treated with such respect

Why might a book be a better teacher than a person?

Why does the Guru Granth Sahib contain teachings from Hinduism and Islam?

Which books have inspired you or influenced your life?

Is it a good idea for a holy book to contain teachings from other religions?


Explore expressions of spirituality such as:

· Khalsa

Act out the story of Guru Gobind Singh and the first Khalsa

Use a 'diamond nine' to order people, things, beliefs or causes you might be willing to die for.

Is it ever right to use violence?

· The Five 'K's

Use artefacts to explain the meaning and importance of the 'Five Ks'.

Should there be limits to the wearing of religious symbols and clothing in public?

· Gurdwara and sharing food

Visit a gurdwara or use a video to explore how the features support Sikh belief and practice.

Is it important for families and other groups to share meals together?

Which is more helpful for being a good Sikh, visiting a Gurdwara or wearing the 5Ks?


· Service to others

Explain what sewa is and why it is important. Give examples of what it might involve.

Work out 10% of your annual pocket money. If you gave this away, how would your life be different?

(THE FOLLOWING IS TAKEN FROM THE RE COUNCIL’S RE SUBJECT REVIEW PAGE 28)http://resubjectreview.recouncil.org.uk/media/file/RE_Review.pdfKey stage 4 and RE 16-19All students should extend and deepen their knowledge and understanding of religions and worldviews, reflecting local, national and global contexts. Building on their prior learning, they appreciate and appraise the nature of different religions and worldviews in systematic ways.

They should use a wide range of concepts in the field of Religious Studies confidently and flexibly to interpret, contextualise and analyse the expressions of religions and worldviews they encounter. They should be able to research and investigate the influence and impact of religions and worldviews on the values and lives of both individuals and groups, evaluating their impact on current affairs. They should be able to appreciate and appraise the beliefs and practices of different religions and worldviews with an increasing level of discernment based on interpretation, evaluation and analysis, developing and articulating well-reasoned positions.

They should be able to use some of the different disciplines of Religious Studies (e.g. textual study, philosophical and sociological approaches) to analyse the nature of religion.

More specifically students should be taught to:

• investigate and analyse the beliefs and practices of religions and worldviews using a range of arguments and evidence to interpret and evaluate issues and draw balanced conclusions;

• synthesise their own and others’ ideas and arguments about sources of wisdom and authority using coherent reasoning, making clear and appropriate reference to their historical, cultural and social contexts;

• analyse in a coherent and well informed way the forms of expression and ways of life found in different religions and worldviews;

• use different disciplines and methods by which religions and worldviews are studied to

analyse their influence on individuals and societies;

• account for varied interpretations of commitment to religions and worldviews and for

responses to profound questions about the expression of identity, diversity, meaning and value;

• argue for and justify their own positions with regard to key questions about the nature of religion, providing a detailed evaluation of the perspectives of others;

• enquire into and develop insightful evaluations of ultimate questions about the purposes and commitments of human life, especially as expressed in the arts, media and philosophy;

• use a range of research methods to examine and critically evaluate varied perspectives and approaches to issues of community cohesion, respect for all and mutual understanding, locally, nationally and globally;

• use ideas from phenomenological approaches to the study of religions and beliefs to research and present skilfully a wide range of well-informed and reasonable arguments which engage profoundly with moral, religious and spiritual issues.

KEY STAGE 4KNOWLEDGE, SKILLS AND UNDERSTANDING



· beliefs, practices and sources of authority;

· influence on individuals, communities and societies;

· similarities and differences within and/or between religions and beliefs.


· application of a wide range of religious and philosophical vocabulary consistently and accurately, recognising both the power and limitations of language in expressing religious ideas and beliefs;

· interpretation of a range of sources, texts and authorities, from a variety of contexts

AO2 ANALYSIS AND EVALUATION


· breaking down information to find connections between ideas;

· making reasoned judgements with respect to information or issues;

· constructing coherent and reasoned responses, supported by evidence.

WHAT SHOULD SCHOOLS DO?

There is no legal requirement that pupils must sit public examinations, but it is increasingly the case that pupils from age 14 onwards are given the opportunity to have their learning and achievement in RE publicly recognised through accredited qualifications. Schools should provide religious education to every student in accordance with legal requirements. Students deserve to have the opportunity to have their learning in the statutory subject of religious education accredited. Accreditation can be through courses leading to qualifications with the title 'Religious studies' and/or other approved courses that require the study of religion and ethics. Schools are strongly recommended that at key stage 4 they provide at least one course in religious education or religious studies leading to a qualification approved under Section 96 of the Learning and Skills Act 2000.

Where schools choose not to provide such courses under section 96 they are requested to submit their alternative courses in religious education to SACRE for approval.

Schools should plan for continuity of provision of religious education that is progressive and rigorous from key stage 3 for all students. Schools can make this possible by providing access to discrete courses or units leading to qualifications that meet legal requirements regarding the study of Christianity, and/or other principal religions, and/or other beliefs, world views or philosophies, within the context of a pluralistic society. All courses should provide opportunities within and beyond school for learning that involves first-hand experiences and activities involving people, places and events (for example the local area, places of worship and community activities, public meetings, and places of employment, education, training or recreation). Students will have different experiences of religious education according to the courses chosen.

POST 16

KNOWLEDGE, SKILLS AND UNDERSTANDING



· beliefs, practices and sources of authority;

· influence on individuals, communities and societies;

· similarities and differences within and/or between religions and beliefs.


· application of a wide range of religious and philosophical vocabulary consistently and accurately, recognising both the power and limitations of language in expressing religious ideas and beliefs;

· interpretation of a range of sources, texts and authorities, from a variety of contexts.

AO2 ANALYSIS AND EVALUATION


· breaking down information to find connections between ideas;

· making reasoned judgements with respect to information or issues;

· constructing coherent and reasoned responses, supported by evidence.

Schools should plan for continuity of provision of religious education that is progressive and rigorous from key stage 4 for all students. Schools can make this possible by providing access to discrete courses or units leading to qualifications that meet legal requirements regarding the study of Christianity, and/or other principal religions, and/or other beliefs, world views or philosophies, within the context of a pluralistic society. The agreed syllabus requires that the equivalent of 2.5% of curriculum time be provided for religious education post 16.

All courses should provide opportunities within and beyond school for learning that involves first-hand experiences and activities involving people, places and events (for example the local area, places of worship and community activities, public meetings, and places of employment, education, training or recreation). Students will have different experiences of religious education according to the courses chosen.

WHAT SHOULD SCHOOLS DO?

Schools should provide religious education to every student in accordance with legal requirements. Religious education is a statutory subject for all registered students, except those withdrawn by their parents. It must be taught according to this Agreed Syllabus.

While there is no legal requirement that students must sit public examinations, students deserve the opportunity to have their learning in the statutory curriculum subject of religious education accredited.

Schools are encouraged to plan at the earliest opportunity for all students aged 16-19, to follow at least one course in religious education or religious studies leading to a qualification approved under Section 96 that represents progression from 14-16. Such courses include A and AS level Religious Studies, GCSE full and short courses (for those who did not follow them at key stage 4).

General Studies offers opportunities to study a range of religious, philosophical and ethical issues.

Probably the majority of post 16 students will receive their statutory religious education at present through non-examination courses. These may be provided through one, or a combination of weekly sessions, modules in a cycle of complementary studies units or day conferences. Topics for study should be selected to arouse the interest of students and enable them to encounter the sorts of profound issues raised by religion and to promote their development as human beings. Examples of suitable topics are: investigating religious experience, creation and evolution, faith and film, religion and psychology, religion and conflict, the place of women in religions.

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